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Full text of "This is Florida Presbyterian College, 1961-1962"

"The object of the college 
is the intellecttcal and spir- 
itual life. Its life and disci- 
pline are meant to be a 
process of preparation, not 
a process of information. 
By the intellectual and 
spiritual life I mean the 
life which enables the mind 
to comprehend and make 
proper use of the modern 
world and all its oppor- 
tunities." 

Woodrow Wilson 



Table of Contents 

Aims 4 

Ways 1 1 

Means 21 

General Infornnation 34 

Courses of Instruction 

Interdisciplinary Courses 51 

The Division of Humanities 5 1 

The Division of History and 

the Social Sciences 57 

The Division of Mathematics 

and the Natural Sciences 65 




BULLETIN OF FLORIDA PRESBYTERIAN COLLEGE 



Vol. II, No.. 9 October, 1960. Published Monthly. 

St. Petersburg, Florida. Second Class Postage paid at St. Petersburg, Florida. 

This issue of the Bulletin of Florida Presbyterian College contains general information 
about the College. For more detailed information write to the Director of Admissions. 

PKINTEU IX U. S. A. 




CO LLEGE 

P FOUNDED 1958. .INTERIM CAMPl^ 




11 




This is 

FLORIDA 

PRESBYTERIAN 

COLLEGE 

... a new adventure 
in Education . . . 

A Four-Year, Coeducational 
Liberal-Arts College 



1961 - 1962 



This is a 

presentation of 

Florida Presbyterian College 

in St. Petersburg, 

Florida . 



Its 

states 

its 

"to impart to her students, 
against a background of 
Christian faith, a knowl- 
edge of men, the universe 
in which they live, the re- 
lationship between the two, 
and the relationship of 
both to the Creator and 
Redeemer." 




Leadership for Life 



This booklet presents the aims, ways, and 
means of Florida Presbyterian College. It spells 
out a program designed to express our phi- 
losophy and to achieve our aims. 

Our basic task at this College is to prepare 
leaders for every aspect of life. 

Of the two fundamentals to the fulfillment 
of this task, one is education of high academic 
quality. This means a curriculum offering our 
students opportunities to pursue their quest for 
truth in an orderly way. This means a curricu- 
lum in which we see knowledge as a unity, 
requiring nothing irrelevant to the basic quest 
and allowing freedom to explore the ways to- 
ward understanding, free from the shackles of 
prejudice, intolerance, or coercion. This means 
a faculty outstanding in character and scholar- 
ship, skilled in communication, and intensely 
devoted to each individual student in his quest. 

This means a library, laboratories, lecture 
halls, study aids adequate to serve the needs of 
the academic community in its learning. Florida 
Presbyterian College offers all of these. 

The other fundamental is a concern for 
character. Leaders need to know how to do the 
work to which they commit themselves. They 
must also have proper motivation. Love of 
God, concern for others, understanding, loyalty, 
honor, responsibility are active virtues without 
which we may be led to our own destruction. 
Its charter guides and challenges Florida Pres- 
byterian College as a church college to prepare 
good leaders. Our faculty and staff, curriculum 
and campus life all point to man's highest and 
best. 

I invite young people, their parents, coun- 
selors, and our friends to consider seriously the 
program illustrated herein and welcome any 
qualified student to life in our community. 

William Howard Kadel 
President 




Aims 




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Permanenf campus 
will be developed near 
Boca CiegaBay at. . . 

34ti£t.af54tbAve.£. 



T ^ 




To Open Horizons 

Liberal arts, so called because their study 
liberates men and fits them for a place in a 
free society, means opened horizons. The cen- 
tral concern of Florida Presbyterian College is 
to lead her students to deeper insight, compre- 
hension, and understanding of men, of our 
universe, and of the relations between the two. 
Through superior students, experimentation, 
and Christian community, Florida Presbyterian 
College plants in her students a desire for 
knowledge and a love of wisdom and invites 
them to the satisfactions which the persistent 
pursuit of such ideals may afford. 




Superior Students 




To such an end, Florida Presbyterian College 
actively seeks superior students. Trusting that 
our leaders in days to come are the superior 
students of today, Florida Presbyterian College 
trains them to be good leaders and to seek and 
to assume leadership. Certain kinds of curricu- 
lum and methods of teaching are possible and 
appropriate only with superior students. Excel- 
lent opportunities now exist for college education 
for average and below-average students, but 
outstanding students have only limited oppor- 
tunities. While Florida Presbyterian College 
spells out few rigid entrance requirements, it ex- 
pects of her prospective students considerable 
attainment in academic subjects. In addition to 
scholarly achievement, students should display 
unusual breadth of interest and excellence of 
character conducive to the orderly transition 
from secondary school to college. Such young 
men and women must be eager to learn, to grow 
physically, intellectually, and spiritually. Above 
all, they must be ready to accept much of the 
responsibility for their own learning. 



Florida Presbyterian College exists to prove 
to the world that the minimum or average 
need not be the norm in education (or think- 
ing) and to test the proposition that education 
can be both liberal and Christian. It adopts 
experimental attitudes in attempting to reach 
its goals through unique but carefully consid- 
ered means. Some we have already adopted, like 
the four-year program of common courses de- 
signed to foster community; some we do not 
yet know but are willing to consider and try. 



Thus we are engaged in living research in higher 
education, not merely in developing something 
we already have. The general direction of our 
research is to discover how students can most 
skilfully learn to make evaluations. Description 
and analysis are not sufficient, we believe, for 
moral education. They cannot be dispensed with: 
they are necessary in the search for truth. But 
the search for truth cannot stop with them. 
Truth requires judgment and choice based upon 
moral presuppositions. The formulation of stand- 
ards of judgment as a conscious intellectual 
activity and the habitual judgment of such 
standards are an indispensable part of this kind 
of education. We do not presuume that Florida 
Presbyterian College is the first college to assume 
the necessity of a moral end of education, but 
we are experimental in trying to find out how 
best such an end can be realized. 



A Christian Community 

In still a third way we are probably more 
experimental than in any other: we are trying to 
find out what a Christian college is! Those who 
have studied the idea longest and hardest agree 
that people in general have no clear-cut idea 
of what a Christian college is or should be and 
that disagreement is to be expected. Still we are 
all united in believing that there should be a 
college in which the presuppositions are avow- 
edly Christian and that we are going to try with 
all our hearts and souls and minds to find out 
what it is. Truth, freedom, and Christianity 
have inevitable connections whether in the 
search, the heritage, or the government of a 
Christian college. And we have a vision of a 
Christian community which is not monastic in 
separating dedicated persons from the world but 
which prepares dedicated people to go back into 
the world and witness through the exercise of 
their intellect. This witness, we pray, will prove 
to the world that a Christian education best 
fits people for life, liberty, and the pursuit of 
happiness for others. 





President Eisenhower receives first 
charter-alumnus certificate 
from Dr. Kadel. 



A private, coeducational, liberal-arts college, 
founded and maintained by the Presbyterian 
Churches — both U. S. and U. P. U. S. A. acting 
co-operatively — Florida Presbyterian College 
acknowledges as primary in the search for truth 
a knowledge of God and of ourselves as revealed 
in Jesus Christ. The College examines and nur- 
tures beliefs and attitudes central to Christian 
interpretations of man and recognizes faith as 
a probing and vitalizing force. Dedicated to the 
inspiration of a strong sense of Christian obliga- 
tion for involvement and leadership in local 
and global events, the College is equally dedi- 
cated to the proposition that its doors are open 
to qualified students of all faiths. 



Motivation 

Florida Presbyterian College thus has a deep concern 
for her students. She seeks to stimulate growth — the stu- 
dent's realization of individual potential — and encourages 
individual attainment. With the fundamental aim of the 
college community to make students aware of the serious- 
ness of their vocation, students, throughout their under- 
graduate careers, exercise their powers of decision on the 
basis of informed and thoughtful judgment consciously 
pursued. 

Learning Is Persctinl 

Florida Presbyterian College stands for unified aca- 
demic community in which each member's recognition 
and security depends on his freedom to pursue scholarship 
and to associate with others. Here learning is personal and 
widely varied because of the realization that knowledge 
comes from others of differing as well as similar back- 
grounds and pursuits. Thus we employ both conventional 
and unconventional methods in the search for truth to 
provide insights and skills which train and excite our 
students' intellects and emotions for creative and imagina- 
tive expression. 

In guiding our students' development, we afford them 
innumerable opportunities to learn emotional indepen- 
dence, the necessity for individual questioning, and the 
exercise of their right and duty of personal judgment. 
Thus, Florida Presbyterian College cherishes freedom of 
thought. For her entire academic community — students, 
faculty, staff — she insists upon respect for human dignity 
and individual moral responsibility supported by the belief 
that humanity was created for one great co-operation. And 





thus also the college confronts students with the conflicts 
of cultures, affording them an opportunity to intensify 
their own search for meaningful and applicable values in 
order to arrive at new and broader understandings of 
themselves and their studies in relation to culture, creation, 
and the ultimate. 

Prospective students, regardless of major field of study 
and plans beyond the undergraduate years, will find in 
Florida Presbyterian College educational experiences basic 
to lasting satisfaction, personal integration, and social use- 
fulness. The program of liberal arts, complete in itself, 
is eminently practical, regardless of a student's intended 
vocation or avocation. In addition, the college provides 
specific preprofessional training for the ministry, medi- 
cine, law, education, business, and graduate work in special- 
ized fields. 

In short, Florida Presbyterian College aims to provide 
life-long attitudes of always seeking deeper, fuller com- 
prehension, of always seeking the whole view, of always 
following courses of action to extend capabilities and 
responsibilities for personal and corporate betterment. 




Ways 



-K:^ 



Founded In the tradition of the great American Uberal-arts schools, Florida 
Presbyterian College has been singularly blessed from its beginning. The 
founders, trustees, staff, and faculty have together pursued a policy of experi- 
mentation. This policy has been not to cast out what has proved successful in 
education of the highest quality but rather with a fresh start to develop and 
adopt new approaches, programs, facilities, and procedures. Already the cur- 
riculum and the permanent campus, planned by architects and educators 
working together, have captured widespread attention and enthusiasm among 
those concerned with meeting the vastly increasing demands for higher educa- 
tion in the United States for superior students. 

To carry out a college program of the first order efficiently and at a 
minimum cost, students themselves undertake independent learning during their 
four years. The program generates independence of thinking and study to pro- 
duce fuller understanding, to inspire personal initiative, and to develop welcome 
acceptance of responsibility. The entire program emphasizes independent study, 
under faculty guidance and review, and develops and maintains individual 
responsibility through specific means. 



/ us JLJ 01Z,I I Ot-U 



To promote a community of learners and to demonstrate the interrelated- 
ness of knowledge, Florida Presbyterian College asks every student to take at 
least one course which all students in his year are taking. In the f jrst two years, 
it is the course called Western Civilization and Its Christian Fieritage, an 





FUTURE CAMPUS 

FLORIDA PRESBYTERIAN 
t COLLEGE t 







interdisciplinary course taught co-operatively by professors from art, biology, 
history, literature, language, mathematics, music, philosophy, physics, psy- 
chology, religion, and sociology. In it students pursue with the group and on 
their own a critical understanding of the major attempts of man to interpret 
his purpose and to organize his experience through the analytic and historical 
study of works and institutions. In the third year, the common course centers 
around great works in the humanities, and in the fourth it is The Christian 
Faith and Great Issues. 



Junior General Seminar 

During his junior year, every student takes a seminar in a subject outside 
of his major field. In it he pursues special topics of investigation on his own and 
learns the questions, modes of investigation, and kinds of information relevant 
to a subject other than his specialty. Since the other members of the junior 
seminar are nonspecialists too, students learn from one another and work co- 
operatively on problems agreed to in advance. 

13 





During his senior year, every student 
takes a seminar in his major field. Upon 
recommendation of their major professor, 
seniors may elect to pursue an independent 
program of study and research in addition 
to or in lieu of the senior seminar. They 
present the results of their work in a thesis. 



14 




The Midwinter Semester is a special four-week period of independent 
study for all undergraduates. It comes between the fall semester, which begins 
early in September, and the spring semester, which begins early in February. 
With examinations for the fall semester over before the Christmas holidays,' 
January is free for intensive study. Designed to develop the qualities of self- 
discipline in pursuits requiring the student to be the prime explorer, the Mid- 
winter Semester asks him to work without the customary routine of classroom 
and lecture hall on a single problem growing out of his other studies and to 
present his findings in final form. With guidance he chooses and limits his 
subject, gathers material, organizes it, and presents it as a paper, a short story, 
a painting, a piece of laboratory apparatus. During his freshman and sophomore 
years, a student chooses a topic of investigation growing out of one of his fall- 
semester courses, usually the interdisciplinary course. In his junior year the 
independent research grows out of the junior seminar. During his senior year, 
a student devotes the Midwinter Semester to preparation for the comprehensive 
examination in his major field of study or to research for his senior thesis. 
During this special semester, each professor directs the activities of about fifteen 
students. A student selects a professor to work under; sometimes the group 
works co-operatively on topics or problems announced in advance, and some- 
times they work separately. Throughout the four weeks, the professor is available 
for consultation and guidance. This intensive, independent study supplements 
the extensive work of the courses and thus affords unusual opportunity for 
the student each of his four years to engage in extended, creative work not 
normally afforded in traditional undergraduate curriculums. Through the 
Midwinter Semester at Forida Presbyterian College, the student not only works 
on his own to master a limited subject but may have the benefit of step-by-step 
evaluation of his work. 



15 




r 




Independent Study 

Proficiency rather than fulfillment of course requirements is the measure 
of accomplishment and admission to advanced studies. In many areas, students 
can work independently, preparing themselves for advanced standing, doing 
research, and writing papers, and receive recognition for their work without 
attending lectures or classes. Hence a student may accelerate his education 
during the regular school year and the summer months at home according to 
his capabilities and secure the full recognition for work done independently 
which course credit normally certifies. 



I 



'lasses 



Florida Presbyterian College has no middle-sized classes. They are either 
large enough to encourage independent work and the exchange of ideas within 
the whole community or small enough to permit discussions in which learners 
(that is, both teacher and students) explore, debate, and form conclusions 
together. Both large and small groups place increasing responsibility on the 
student and give him two different kinds of experience in learning. The large 
general courses (like Western Civilization and its Christian Heritage) contribute 
to the idea of community by assembling all students of a given year for lectures, 
panels, demonstrations, movies, and concerts and by providing small groups 
where students test their personal reactions against those of their fellows in a 
free forum. 



16 



In the Language Laboratory 

A primary objective of studying a modern foreign 
language is learning to speak and understand the 
spoken language. The language laboratory facilitates 
this aspect of learning through aural-oral practice 
that the conventional classroom does not provide. 
The thirty-five position laboratory at Florida Pres- 
byterian College is of the newest design. It operates 
by remote control so that the student can work 
independently or as a member of a class. By merely 
dialing an appropriate number, the student can hear 
an instructional tape, record his own responses, and 
play it back for comparison and corrections. As many 
as a hundred different tapes are available to the 
student at any time. 

In the Reading Laboratory 

The breaking of old and disruptive reading habits 
and the establishment of new ones are usually neces- 
sary for effective study. Hence, developmental read-_ 
ing courses are an established part of the college's 
program. Any student has the opportunity to improve 
his reading through expert instruction and the use 
of a modern reading laboratory equipped with 
ratepacers, tachistoscopes, and projectors. 

The William Luther Cobb Library 

Because the liberal-arts college must be a reading 
college, the library is the center of the academic 
program. The William Luther Cobb Library of 
Florida Presbyterian College has for its initial goal 
100,000 volumes. It now has 15,000 volumes and 
more than 2 50 periodicals shelved on open stacks. 
Libraries located in each dormitory permit easy 
access to many books. With all students committed 
to independent study and individual investigation, 
these arrangements permit each to pursue his subject 
in depth and in its relationship to other fields. 

The library not only supplies materials for refer- 
ence, required reading, and research papers but 
compiles bibliographies, prepares exhibits, and pro- " 
motes interest in reading. 



17 





A student in the natural sciences has opportunity to undertake actual 
laboratory practice and research. Manual exercises and routine experiments 
(which are not experiments at all but repetitions) are minimized. Emphasis 
is rather on the student's acquiring the ability to distinguish theory and 
experimentation, exploring the appropriateness of methods, and evaluating 
design and techniques. The small laboratory becomes the place for group 
discussion and provides occasion for exchange of ideas and procedures among 
students. 



The practice of art and of music flourishes in the studios of Florida 
Presbyterian College. Here students may receive professional guidance indi- 
vidually or in groups of various sizes, or they may pursue independently the 
mastery of techniques. In the art studio a student works in many media. In 
the music studio he may study voice or the instrument of his choice. Small 
vocal and instrumental ensembles read their abundant literature throughout 
the year, and larger, more formal musical organizations rehearse regularly 
and present concerts both on and off the campus. As a result of their studio 
work, students periodically offer exhibits of their paintings, prints, and 
sculptures and recitals to the College community and friends. In its emphasis 
upon the activities of the studios the College encourages its students' personal 
involvement with the materials of the creative and performing arts. 



18 



Degrees 

Florida Presbyterian College awards the degrees of Bachelor of Arts 
and Bachelor of Science to all who successfully pass the comprehensive 
examinations in general courses and a major field. 

Majors 

A student must satisfactorily complete work in a major subject and 
will receive credit towards graduation for not more than twelve courses in 
the major field of concentration. 

Majors are offered in: 

Mathematics and the Natural Sciences 



Mathematics 






Chemistry 


Biology 






Physics 


Humanities 








Art 


Languages 






Literature 


French 




Latin 


Music 


German 




Russian 


Philosophy 


Greek 




Spanish 


Religion 








History and the Social 


Sciences 






History 




Politics 


1 Science 


Psychology 




Sociology 



Economics and Business Administration 

Courses in Education leading to a teaching certificate at the secondary 
level are offered. 




^./7/ 



FRESHMAN 



SOPHOMORE 



JUNIOR 



h 


Western Civilization &• 
its Christian Heritage 


Language 


Mathematics 


Science 


Physical 
Education 




Midwinter Semester: Independent study and research 


K 


Western Civilization &■■ 
its Christian Heritage 


Language 


Mathematics 


Science 


Physical 
Education 



1 


Western Civilization ^ 
its Christian Heritage 


Language 


Social 
Science 
Elective 


Elective Elective 


Physical 
Education 




Midwinter Semester: Independent study and research 


g 


Western Civilization &• 
its Christian Heritage 


Language 


Social 
Science 
Elective 


Elective 


Elective 


Physical 
Education 



h 


Junior General 
Seminar 


World 
Literature 


Elective 


Ma]or Program 
(two courses) 




Midwinter Semester: Independent stiiJy and research 


K 


Junior General 
Seminar 


World 
Literature 


Elective 


Major Program 
(two courses) 



Clyristian Faith 
and Great Issues 


Elective 


Elective 


Major Program 
(two courses) 


Midwinter Semester: I> 


dependent s 


tudy 


and research 




Christian Faith 
and Great Issues 


Elective 


Elective 


Major Program 
(two courses) 



Students must satisfactorily complete thirty-nine courses. They 
must also have satisfactorily completed certain required courses; speak, 
understand, read, and write a foreign language and be familiar with 
the culture of the country to which the language is native (with a 
competence normally achieved through three college years of study 
or its equivalent) ; and have performed satisfactorily on comprehensive 
examinations. 

Grades and Their Meaning 

The evaluation of academic progress at Florida Presbyterian Col- 
lege rests on a student's response to educational opportunity rather than 
on the fulfillment of an arbitrary set of course requirements. Our 
standards emphasize quality rather than quantity, and our rewards 
and awards are for outstanding and creative work. To emphasize the 
greater importance of intellectual achievement than of grades, Florida 
Presbyterian College uses grades only for advisory purposes and for 
the transfer of credit to other institutions. In advising students, we 
use the grades of H (honors), S (satisfactory), and U (unsatisfactory). 



20 



Means 




Campus Life 




Florida Presbyterian College provides a resi- 
dential student life, most of its undergraduates 
living on campus. The young men and women 
in residence learn from their friends and associ- 
ates, acquire understanding, leadership, and 
tolerance, and practice free, democratic choice 
of action. Our day students participate in all 
campus functions in every way possible. All 
students become involved in and identified with 
the academic community as a whole. 



Student government is an important part 
of campus life at the College. Collective action 
by undergraduates in self-government is vital 
to the College program. Basic thereto is the 
Honor System, enforced by the students them- 
selves. All student activity, academic and social, 
presupposes it. Predicated on Christian values, 
in its practice it contributes to the development 
of emerging, mature human beings. The College 
encourages a full, satisfying, and meaningful 
campus life involving all students, and they 
organize and conduct social functions, publica- 
tions, intramural sports, organizations, and 
special events like concerts. 



22 



Counseliri'^ 

Each student meets a faculty adviser during the summer Pre- 
college Conference. The day before the opening of Fall Semester, 
the adviser prepares his students for the college program. He schedules 
periodic conferences during the year with each student and is avail- 
able for additional meetings upon request. Faculty advisers form an 
integral part of the counseling program, and through his adviser 
every student has access to every special program and assistance likely 
to make college life meaningful and enjoyable. 

The College compiles much information concerning students 
during the course of admission: strengths, weaknesses, interests, apti- 
tudes, and the like. The Director of Counseling uses such information 
in choosing the most appropriate adviser for each student. He gives 
both the adviser and the resident counselor relevant information. 
Thus rather than being merely one of the herd, each student is a 
distinct person with his individual problems and potentialities. 

Through the resident counselor, faculty adviser, or any faculty 
or staff member or through his own efforts, a student may seek and 
learn ways to get additional assistance for making the most of his 
college experience. A professional counseling service is available on 
a confidential basis to students with personal problems. And a voca- 
tional-guidance program assists students in academic and vocational 
planning. 



23 




Rp.adin^. Writing, and Study Habits 

The Counseling Service and the EngUsh Staff pro- 
vide special services in developing effective reading 
and writing and study habits. The PrecoUege Confer- 
ences usually uncover any special need. The College 
provides a full-time staff member responsible for these 
programs to help students in writing English. 

Religious Life 

The religious program of Florida Presbyterian Col- 
lege is ecumenical, organized as the Student Christian 
Association (SCA). Its mission is to focus the Christian 
faith in the academic community. To this end, the SCA 
constantly strives toward the following: 

a persistent, prayerful search for the meaning of the 

Christian faith; 
a conscious effort to discern God's purpose for each 

person especially as it relates to his vocation; 
a fellowship of the academic community joined in 

common worship and the search for truth; 
a continuous appraisal of the community to help 
keep the Christian faith central in our search for 
truth; 
a conscious concern for the life and mission of the 
Ecumenical Church and encouragement of re- 
sponsible participation in its members. 
The basis for the program is worship. Being within the 
Protestant tradition, all aspects of our program are 
voluntary. The Chaplain and Choir conduct a worship 
service for the community on Thursdays. The worship 
committee of the SCA conducts evening prayers three 
times a week. Through designing and conducting wor- 
ship, students have the opportunity of understanding 
better the meaning of worship. After Evening Prayer 
on Sunday, the SCA conducts its general program of 
the week. During the week, the SCA sponsors small 
study groups. Faculty members conduct general discus- 
sions in the dormitories. The SCA program deals with 
the teachings of the Church and encompasses campus, 
community, national, and International problems. Stu- 
dents also have an opportunity to take part in regional 
and national conferences and ecumenical work camps. 
The program of Florida Presbyterian College helps the 
student to an intelligent and responsible Christianity 
In all areas of life. 
24 




Students have medical attention and services 
throughout the academic year. A registered 
nurse is on hand and a physician available at 
all times on a consulting basis. Those cases that 
cannot be treated in the college's own well- 
equipped infirmary will be referred to either 
of two excellent hospitals in the city of St. 
Petersburg. One of these hospitals is only eight 
blocks from the interim campus. All students 
have adequate health and accident insurance. 



The campus bookstore sells books and other 
materials required for undergraduate study. It 
contains new and used texts, a wide selection 
of exciting books, phonograph records, prints, 
and supplies. Students have a voice in the choice 
of its stock. 



25 









Sports for All 

In addition to the required physical educa- 
tion for freshmen and sophomores, an integral 
part of the curriculum, the College conducts 
an intensive program in intramural sports of 
all kinds for both men and women, with empha- 
sis on such water sports as swimming, boating, 
sailing, water skiing, and skin diving. A pro- 
gram of intercollegiate athletics will be in effect 
for most sports by the fourth year. There will 
be no subsidized athletics at Florida Presbyterian 
College. 



The College undertakes an annual program 
of concerts and lectures. This extracurricular 
program affords undergraduates, faculty, and 
residents of this area presentations by outstand- 
ing musicians and leading figures in the arts, 
literature, politics, science, national and inter- 
national affairs. 



HRP" 









In admitting students, this college considers past academic 
performance (particularly in academic courses like mathematics, 
science, and language), achievement on examinations, and such 
personal qualifications as character, range of interest, poise, ma- 
turity, and personal development. It emphasizes the student's 
ability to profit from and contribute to the learning community. 
Anyone deemed undesirable because of his conduct and character 
may be refused admission or, as a student, may be requested to 
withdraw from the college at any time. 



27 



Procedure 

This is the admissions procedure: 

a. AppHcants must arrange to take College Entrance Examination Board 
tests. 

b. Early in his senior year in high school, a candidate should write to the 
Director of Admissions, Florida Presbyterian College, for an application form 
and a transcript form. A formal application for admission, along with an 
application fee of $10.00, should be completed and returned to the Admissions 
Director. (This fee is not refundable.) The applicant should request the prin- 
cipal of the high school from which he is to be graduated to send a transcript 
of his record to the Admissions Director of Florida Presbyterian College. 

c. The candidate should ask the College Entrance Examination Board to 
send his scores on the Scholastic Aptitude (Morning) Test and (when possible) 
the English Composition Achievement Test to the Director of Admissions of 
the College. 

Florida Presbyterian College requires all candidates for admission to take 
the Scholastic Aptitude (Morning) Test of the College Entrance Examination 
Board. It also highly recommends, but does not require, that applicants take 
the following (afternoon) Achievement Tests: English Composition, Inter- 
mediate Mathematics, and one other selected from twelve choices at no additional 
cost. Testing centers throughout the country give these at specified times. At 
least six weeks before the date of the test, the candidate should apply directly 
to College Entrance Examination Board, Box 592, Princeton, New Jersey. The 
Board sends an information booklet giving full details about testing centers 
and the tests available but will mail the test results directly to the colleges 
designated by the applicant. 



December 3, 1960 
January 14, 1961 
February 4, 1961 
March 18, 1961 
May 20, 1961 
August 9, 1961 



November 5, 1960 
December 17, 1960 
January 7, 1961 
February 20, 1961 
April 22, 1961 
July 12, 1961 



28 



The applicant for admission to the Freshman class must 
have completed the graduation requirements and demonstrated 
academic competence in a high school or preparatory school 
accredited by a state or regional accrediting agency. Even 
though the academic record will not be judged primarily on 
specific units of work, certain courses are strongly recom- 
mended: four years of English, two and one-half years of 
mathematics, two years of language, one year of history, and 
one year of science. 

The Admissions Office will compile complete information 
on each applicant for admission, including the original request 
for admission information, transcripts from the applicant's high 
school or preparatory school, test scores, personal recommenda- 
tions, and any other pertinent data. This file forms the basis 
for first selection of candidates by the Admissions Committee 
each year. 

Candidates should submit a three-year transcript of their 
high school or preparatory school record during the summer or 
first semester of the senior year. They should also take the 
Scholastic Aptitude (Morning) Test of the College Entrance 
Examination Board during their junior year, preferably in 
March or May, but alternatively in August or December fol- 
lowing the junior year. Students also can take this test in the 
senior year, and in all cases the Admissions Committee considers 
the higher scores. Candidates admitted under this arrangement 
must maintain a good record and successfully complete the 
fourth year in high school or preparatory school. Candidates 
for scholarships and students not admitted under this arrange- 
mient should retake the test in the senior year. Other candidates 
may wish to submit an application, and Scholastic Aptitude 
(Morning) Test scores upon the completion of seven semesters 
of work or upon graduation from high school or preparatory 
school. 

Some students academically too advanced for further high 
school, or over twenty-one years of age, may have the entrance 
requirements waived. The Admissions Committee considers such 
cases individually. 





29 



A student at another college or university wishing to transfer to Florida 
Presbyterian College should complete the requirements for admission already 
listed and submit a transcript of his college record with a catalogue and a 
statement from the college of his academic standing and personal qualifications. 
Full transfer credit from other institutions approved by the Regional Accred- 
iting Agency in full depends upon the correspondence of the courses to those 
offered at Florida Presbyterian College and the approval of the academic division 
concerned. Grades below C are not acceptable for transfer. 

All candidates will be required to deposit $50 with the Admissions Director 
of the College upon notification of acceptance. This money, though not refund- 
able, is applied to the student's tuition upon enrollment. 

Upon acceptance for admission, the applicant will receive a form for a 
medical examination to be completed by a physician within the three months 
before college, reaching the Director of Admissions by August 20. 

Each freshman attends an interesting, informative, and productive three- 
day orientation conference held during the summer prior to enrollment and 
has a choice of twelve sessions, spaced throughout the summer, to make attend- 
ance convenient. With a limit of thirty-five students, each conference affords 
ample opportunity for meeting the college staff and other students. Such 
activities as preregistration, book purchase, room assignment, course counseling, 
and general college orientation, not to speak of vocational guidance tests and 
placement tests prepare both students and staff for the year's work. The expense 
of this conference is included in the general fee. Parents may attend all or part 
of this program. 




-' Cn.Qt nf WrJi/rnfirni 

A college education of high intellectual challenge 
is of lasting value and like most things of value is 
costly. The only thing more costly than education is 
ignorance. 

Private, non-tax-supported institutions like Flor- 
ida Presbyterian College make every conceivable 
effort to keep the cost of education down. As a result 
the student pays only about one half of the actual 
bill for his own education. 

The total cost of an academic year at this college 
is $1,500.00. This includes room, board, fees and 
tuition, but not clothes, laundry, books, travel, and 
recreation. Non-resident fees total $92 5.00. Fees for 
special students taking individual courses vary ac- 
cording to the course. 

Instruction in organ, piano, voice, and instruments 
range from $2 to $3 a half -hour lesson. 

Students supply their own bedding (sheets, pil- 
lows, pillowcases, blankets, bedspreads) and towels 
and soap. 



Generally, half of the total cost minus the $50 
acceptance fee, is due at entrance in September and 
the rest before February. Matriculation is a contract 
binding the student (and his parents) for tuition and 
fees for the entire semester. Other arrangements can 
be made for payment, when necessary. 

Florida Presbyterian College has many different 
ways to finance your education. 





« iji raiJii 




L±i«A 



Students earn scholarships on merit and receive 
financial awards on need, determined by the Parents' 
Confidential Financial Statement of the College 
Scholarship Service. They also have the satisfaction 
and security of a kind of paid-up insurance which, 
in case of financial emergency at home, adjusts the 
amount of the award upward. Scholarships are 
granted through the Committee on Scholarships, are 
renewable, and are announced each spring. 

College Honor Scholarships. Eight incoming freshmen re- 
ceive awards up to $1,000 upon personal interview. 

College Achievement Scholarships. Six incoming freshmen 
receive awards up to $500. 

The Alfred A. McKethan Achievement Scholarships. Estab- 
lished by Mr. Alfred A. McKethan of Brookville, Florida, six 
scholarships go to students for academic achievement and 
potential, character, and need and pay $500 to the College 
towards tuition and fees. 

The Alfred Fielding Lang and Katherinc Fagan Lang 
Scholarship Fund. Established by Mr. Albert Lang of St. 
Petersburg, Florida, in a gift of $200,000, scholarship grants 
go to young people, preferably from the St. Petersburg area, 
and pay up to half of fees and tuition on the basis of need 
and evidence of promise. 

The Mr. and Mrs. Bert Smith Scholarship. Established 
by Mr. and Mrs. Bert Smith of St. Petersburg, Florida, this 
scholarship pays up to $1,000 towards tuition and fees. The 
Scholarship Committee recommends the recipient (s), with 
fmal approval by the donor, on the basis of academic achieve- 
ment and potential, character, breadth of interest, and need. 

The Helen C. and Myron H. Gibbons Scholarship. Estab- 
lished by Helen C. and Myron H. Gibbons of Tampa, Florida, 
this scholarship pays $400 toward tuition for a student for 
academic achievement, character, scholarly potential, and need. 

The E. M. Reynolds Company, Inc. Scholarship. Estab- 
lished by Mr. E. M. Reynolds of Daytona Beach, Florida, this 
scholarship goes to a student for academic achievement, char- 
acter, scholarly potential, and need, paying the student' up to 
$2 50 toward tuition and fees. 

The Miltofj Roy Sheen Memorial Scholarship. Established 
by the Milton Roy Company of Philadelphia, Pennsylvania, 
and St. Petersburg, Florida, this scholarship awards $500 to 
the College toward the fees and tuition of the recipient. 

The Mr. and Mrs. J. J. Williams, Jr. Scholarship. Estab- 
lished by Mr. and Mrs. J. J. WiUiams, Jr. of Sarasota, Florida, 
this scholarship goes to a student planning to enter the Pres- 
byterian ministry. It assists a student's education, mainte- 
nance, and support on the basis of academic achievement, 
scholarly potential, character, breadth of interest, seriousness 
of purpose, and need, which determines the stipend. 
32 



The George Asha MacMillan Scholarship Fund. Established 
by friends of the College desiring to remain unknown, the 
Fund grants an annual award based on academic achievement 
and potential, character, and need. 

The Robert Hamiltons Scholarship Fund. Established by 
the Women's Association of the First Presbyterian Church, 
Winter Haven, Florida, the fund provides an income to help 
needy students. 

The Gene Samitel Cain Memorial Fund. Established by the 
Senior High Fellowship of the Florida Presbytery, Presbyterian 
Church of the United States, the fund provides various grants. 

Partners-in-Education. Initiated through the Charter 
Alumni Association and supported by members of the Associ- 
ation, civic organizations, churches, and others, this program 
helps students in need by paying part of the tuition and fees 
to the College. 

Grants in Aid. Grants in aid up to $200 a year go, upon 
request, to students with parents presently engaged in a 
religious vocation or to students planning a religious vocation. 
If the student does not complete his training, the grant be- 
comes a repayable loan. 

Student-work Scholarships. Many part-time jobs are avail- 
able: in dining rooms, offices, laboratories, library, bookstore, 
swimming pool; they pay about $2 50 a year for a nine- to 
ten-hour week. Off-campus part-time work is also available. 



t uni.TCV III j III iinii lull 

Oil financial aid is 

available on request 

from the Director of Admission. 



Loans 

Student Loan Fund. Florida Presbyterian College, through 
the generosity of Mrs. Lottie D. Jacobs of Orlando, Florida, 
has established a fund out of which it can lend up to $400 
a year without interest while the student is in school. For the 
five years immediately following the end of formal education, 
interest is 4^% a year and thereafter 6% on the unpaid 
balance. 

National Defense Education Loan Program. Students are 
eligible for loans from Federal funds on the basis of need 
up to $1,000 a year to a total of $5,000. Repayment must 
begin one year after school, with a maximum of ten years 
allowed for completing the payments. Interest is 3 % each 
year, beginning one year after the student leaves school. 
Students who receive such loans and who become teachers 
are excused from repaying one-tenth of their total debt each 
year for a total of five if they teach in a public school. 
Preference is given to students planning careers in teaching, 
science, or mathematics. 



33 





General Information 



34 



Merely training the mind is not adequate education for this revolu- 
tionary age. An institution of higher learning has an equally important 
obligation to stimulate the conscience and imbue its students with the very 
highest moral standards. 

Here at Florida Presbyterian College you have an uncommon chal- 
lenge to develop an educational institution which will blaze new trails in 
the education of whole men and women." 

May God bless you and your labors. 

Hon. Leroy Collins 
Governor of Florida 
Convocation Address 
Florida Presbyterian College 
September 3, 1960 



Governor Le Roy Collins 

Second Charter Alumnus 
Florida Presbyterian College 




The editor of a national magazine recently wrote 

"The birth of Florida Presbyterian College is good news 
— good for Florida, good for private and church-affiliated 
higher education, and a tonic for the many who seem depressed 
by the difficulty of raising money, by tax or gift, in a poor- 
mouthed nation which is enjoying the highest income in his- 
tory." (Overview, March, 1960) 

Early in 195 5, Dr. Hunter Blakely, executive director for 
higher education in the Presbyterian Church, U. S. arrived in 
Florida with a handful of statistics and an idea. The statistics 
showed Florida to be one of the fastest growing states in the 
union, with a rapidly rising percentage of college-age young 
people, a growing number of whom were leaving the state to 
continue their education. Florida was one of the few states in 
the nation without a Presbyterian college. The idea, which he 
outlined to six interested ministers, was to build just such a 

college. 

Almost simultaneously, a similar group from UP-USA 
Presbytery was meeting in Winter Haven, and coming to the 
same conclusion based on the same statistics. Two years later 
the two groups decided to pool their efforts. A feasibility study 
was made and approved by the two Florida synods, and on 
September 1, 1958, William Howard Kadel, pastor of the First 
Presbyterian Church, Orlando, and one of the original six con- 
sulted by Dr. Blakely, became the first president of the new 
Florida Presbyterian College. 

Four months later, a twenty-five member board of trus- 
tees, representing both synods, after carefully considering 
twenty-eight others, selected St. Petersburg as the permanent 
site of the college and drew up a charter which says, in part: 
"This college [is] dedicated by Christian conviction to the 
search of God's truth as revealed to mankind." 

On March 19, 19 59, the Trustees named Dr. John Morgan 
Bevan of Davidson the first dean of the college. Dr. Bevan and 
President Kadel made a nation-wide curriculum study together 
and then went to work putting together a unique curriculum 
which features independent study and emphasizes the inter- 
relatedness of knowledge. The selection of a faculty was com- 
pleted in the spring of 1960. 

The college opened officially in a borrowed store-front on 
S. Main Street in Orlando with Dr. Kadel, his secretary, two 



36 



desks and enough chairs for a trustee meeting. Less than a year 
later the college had moved to its interim campus at the Mari- 
time School in St. Petersburg, necessary renovations began, 
the staff was expanded to eighteen members, and preparations 
were completed for accepting a Founding Freshman Class of 
one hundred and fifty students from twenty different states. 

In the fall of 1962, Florida Presbyterian College expects to 
move to its permanent campus on Boca Ciega Bay, and by 196 5 
it hopes to be a completed four-year liberal-arts college with 
twelve hundred students. Then its founders will explore the 
possibility of establishing a university system. 

The drive and enthusiasm which has characterized the 
rapid growth of Florida Presbyterian College from an idea to 
reality in five short years has captured the imagination of the 
educational world. 

Dr. Gordon Sweet, executive secretary for the Southern 
Association of Colleges and Secondary Schools, wrote recently: 
"This college is worthy of attention. I do believe that the citi- 
zens of Florida as well as the constituency in the Northern and 
Southern Presbyterian Churches are building a college of high 
quality in program, faculty, and facilities." 

To Dr. Kadel, its energetic president, and his staff and 
faculty it has been and is "a venture in faith." 




OFFICERS 



Philip J. Lee, Tampa, Florida 
Chairman 

Clem E. Bininger, Ft. Lauderdale, Florida, 
Y ice-Chairman 



L. Allen Morris, Coral Gables, Florida, 
Treasurer 

J. Leo Chapman, West Palm Beach, Fla. 
Secretary 



Walter D. Bach, Pensacola, Florida 
Clem E. Bininger, Ft. Lauderdale, Florida 
J. Leo Chapman, West Palm Beach, Fla. 
Ray Clements, Lakeland, Florida 
W. L. Cobb, Tarpon Springs, Florida 
Henry C. Coleman, Daytona Beach, Fla. 
Charles Creighton, Daytona Beach, Fla. 
Thomas E. David, Fiollywood, Florida 
John B. Dickson, Tampa, Florida 
Mrs. J. Morton Douglas, Weirsdale, Fla. 
Paul M. Edris, Daytona Beach, Florida 
J. Colin English Sr., Tallahassee, Florida 
John L. Fahs, Leesburg, Florida 
W. Wilson Garey, Scarsdale, New York 
Ben Hill Griffin, Jr., Frostproof, Florida 
Robert B. Hamilton, Winter Haven, Fla. 
Jack G. Hand, Jacksonville, Florida 
Spsssard L. Holland, Bartow, Florida 
Frank M. Hubbard, Orlando, Florida 
Robert M. King, St. Petersburg, Florida 
Philip J. Lee, Tampa, Florida 
Clyde C. Long, Ocala, Florida 



D. P. McGeachy, Jr., Clearwater, Florida 

Alfred A. McKethan, Brooksville, Fla. 

Elwyn L. Middleton, Palm Beach, Florida 

L. Allen Morris, Coral Gables, Florida 

Clyde L. Myers, Coral Gables, Florida 

Marion G. Nelson, Panama City, Florida 

J. Wayne Reitz, Gainesville, Florida 

Richard L. Scoggins, Panama City, Fla. 

Robert T. Sheen, St. Petersburg, Florida 

R. McDonald Smith, Jacksonville, Florida 

William C. Spitzer, Miami, Florida 

Garnette Stollings, St. Petersburg, Fla. 

Thomas B. Swann, Winter Haven, Florida 

John B. Turner, Miami, Florida 

Herbert F. Underwood, Jacksonville, Fla. 

Frank D. Upchurch, St. Augustine, Fla. 

William W. Upham, St. Petersburg 
Beach, Florida 

James A. Van Fleet, Auburndale, Florida 

John J. Williams, Jr., Sarasota, Florida 

Ronald S. Wilson, Miami, Florida 



38 



Offices of Adminstration 



William Howard Kadel, A.B., Gettysburg College 

President S.T.B., Western Theological Seminary 
S.T.M., Western Theological Seminary 
Th.D., Union Theological Seminary 
D.D., Davidson College 

Emma Conboy, Administrative Secretary 



John M. Bevan, A.B., Franklin & Marshall 
M.A., Duke University 
Ph.D., Duke University 

Dean of College 

Dorothy Clark, Secretary to the Dean 

Marion Fogg, Secretary to Chairman, 
Humanities Division 



NT orncr 

Howard E. Anderson, A.B., Park College 
Vice-President for Development 

Marian Bryson, Developmetn Secretary 

R. Frank Garner, B.S., University of Georgia 
Director of Records 

Betty Tench, Pledge Secretary 

Robert N. Pierce, A.B., Arkansas State College 
M.J., University of Texas 
Director of Public Relations 



John Maxwell, A.B., Lehigh University 
Vice-President for Business Affairs 

Fred M. Strieby 
Comptroller 

Dorothea Ashburn, Bookkeeper 

Bernice Harvey, Secretary to Vice-President 

for Business Affairs 
Doreen Rigby, Bookkeeper 



Stewart Smith, A.B., Presbyterian College 
South Carolina 
B.S., Peabody College 
M.S., University of Illinois 
Head Librarian 
William F. Harrison, Jr., B.S., Emory University 

Cataloguer M.A., George Peabody College 

Merle Doran, B.A., Florida State University 

M.A., Florida State University 
Reference Librarian 
Mary Jane Oliver, Secretary to Librarian 
Dan Beeman, Student Assistant 39 





: 1 A PLAIN 

Creighton Peden, A.B., Davidson 

M.A., Chicago Theological Seminary 
Acting Chaplain 



Louis M. Guenther, B.A., Southwestern College 

M.A., University of Pittsburgh 
Ph.D., University of Pittsburgh 
Director of Admissions (i> Registrar, ivith 
rank of Associate Professor 
WiUiam Li. Taylor, A.B., DePauw University 

Admissions Counsellor 
Alice Coyle, Secretary to Director of 
Admissions <i> Kezistrar 




J. Thomas West, B.S., Davidson College 

M.A., University of North Carolina 
Ph.D., Vanderbilt University 
Dean of Men (i> Director of Counseling 
Eleanor Pugh, Secretary to Dean of Men 
Frances Whitaker, A.B., Winthrop College 

M.A., Columbia University, 
Teachers College 
Dean of Women, with rank of Associate Professor 
Edna M. Biumenthal, B.S., University of Cincinnati 
Head Residence Counselor 



Elizabeth H. Mayo, R.N., Presbyterian Liospital 

Registered Nurse Charlotte, North Carolina 



Elizabeth Benton 
John Carroll 
E. P. Connette 



Dr. William H. Kadel 
Howard E. Anderson 



Clifford J. Hutchison 
Cynthia Langford 
Pauline Melcher 



Dr. John M. Bevan 
John Maxwell 




Cor 

In no other area was so much painstaking 
care and concern evidenced at Florida Presby- 
terian College as in the selection of its faculty 
— the heartbeat of any such institution. 

Regardless of status or tenure, every faculty 
member finally selected combines scholarship 
and teaching to an extraordinary degree. 

The criteria for acceptance, as set forth by 
the Board of Trustees, call for a teacher with 
depth and command in his field of specialization 
and a breadth of cultural background enabling 
him to relate his own discipline to the totality 
of experience, who demonstrates personal and 
professional competence and growth through 
research, publication, and professional partici- 
pation; who inspires students n his respect for 
his profession by his ability, his character, and 
his conduct; who has the ability himself to 
think creatively and objectively and to inspire 
his students to do likewise; who extends himself 
to his student's service, to his colleagues in co- 
operation, and to his community in concern; 
and finally, whose Christianity the students will 
want to emulate. 



41 




Humanities Division 



William Howard Kadel 

A.B., Gettysburg College; S.T.B., S.T.M., 
Western Theological Seminary; Th.D., Union 
Theological Seminary; D.D., Davidson College 
President of the College 

John M. Bevan 

A.B., Franklin & Marshall; M.A., Ph.D., 
Duke University 

Dean of Faculty and Vice-President 
for Academic Affairs 




Albert Howard Carter 

Ph.B., M.A., Ph.D., University of Chicago 

Chairman, Humanities Division; 

Professor of English and Humanities 
Guy Owen Baker 

B.M., Westminster Choir College; M.M., 

Indiana University 

Assistant Professor of Music and Choral Director 
John W. Dixon, Jr. 

A.B., Emory and Henry College; Ph.D., 

University of Chicago 

Associate Professor of Art 
Everett H. Emerson 

A.B., Harvard University; M.A., 

Duke University; 

Ph.D., Louisiana State University 

Associate Professor of Literature 
Robert Hall 

A.B., Wofford College; M.A., 

University of North Carolina 

Instructor in French 
E. Ashby Johnson 

A.B., Presbyterian College, South Carolina; 

B.D., Th. M., Th. D., Union Theological 

Seminary, Virginia 

Professor of Religion; Director of Western 

Civilization and its Christian Heritage 
Kenneth E. Keeton 

A.B., Georgetown College, Kentucky; M.A., 

University of Kentucky; Ph.D., 

University of North Carolina 

Assistant Professor of Gernian 
John Satterfield 

A.B., M.M., M. A. .University of North Carolina 

Associate Professor of Music 
Julia Florence Sherbourne 

A.B., Taylor University; M.A., 

University of Michigan 

Assistant Professor of English and Reading 

Pedro Trakas 

A.B., Wofford College; M.A., 

University of Mexico; 

Ph.D., Harvard University 

Professor of Spanish 
Frederick R. White 

A.B., M.A., Oberhn College; Ph.D., 

University of Michigan 

Professor of Classical and Comparative 

Literature 



42 



History and the Social Sciences 
Division 

John M. Sevan 

A.B., Franklin and Marshall; M.A., Ph.D., 

Duke University 

Professor of Psychology 
Clark Bouwman 

B.A., Hillsdale College; B.S., Western Michigan 

University; M.A., Ph.D., New School 

for Social Research 

Associate Professor in Sociology 
Bettye Rae Crane 

B.S., Alabama Polytechnic Institute; M.A., 

University of Alabama 

Instructor in Physical Education 
Merle Doran 

B.A., M.A., Florida State University 

Instructor in Library Science 
William F. Harrison, Jr. 

B.S., Emory University; M.A., 

George Peabody College 

Instructor in Library Science 
Stewart Smith 

A.B., Presbyterian College; B.S., 

George Peabody College; 

M.S., University of Illinois 

Assistant Professor in Library Science 
J. Thomas West 

B.S., Davidson College; M.A., 

University of North Carolina; 

Ph.D., Vanderbilt University 

Assistant Professor of Psychology 
William C. Wilbur 

A.B., Washington and Lee; Ph.D., 

Columbia University 

Associate Professor of History 
Billy O. Wireman 

A.B., Georgetown University; M.A., 

University of Kentucky; 

Ed.D., George Peabody College 

Assistant Professor of Physical Education 



Mathematics and the Natural Sciences 

Irving Gordon Foster 

B.S. in E.E., Virginia Military Institute; Ph.M., 

University of Wisconsin; Ph.D., 

University of Virginia 

Chairman of Mathematics and Natural Sciences 

Division; Professor of Physics 



43 





Dennis E. Anderson 

B.A., Iowa State Teachers College; M.S., Ph.D., 

Iowa State University 

Instructor in Biology 
Joe B. Davis 

B.S., Western Carolina College 

Laboratory Assistant 
Robert Meacham 

A.B., Southwestern at Memphis; Sc.M., Ph.D., 

Brown University 

Professor of Mathematics 
George K. Reid 

B.S., Presbyterian College, South Carolina; 

M.S., Ph.D., University of Florida 

Professor of Biology 
Dexter Squibb 

B.S., East Tennessee State College; 

Ph.D., University of Florida 

Assistant Professor of Chemistry 
Jack C. Wilson 

B.A., Iowa State Teachers College; M.S., 

State University of Iowa; 

Ph.D., Case Institute of Technology 

Assistant Professor of Mathematics 




^25^ ' 'Sa'i-'WV . Say* . 



Many a permanently located college would 
envy the facilities of Florida Presbyterian Col- 
lege's interim campus. Situated within walking 
distance of downtown St. Petersburg, this 
ten-and-a-half acre site houses modern, air- 
conditioned buildings completely renovated for 
classroom space, dormitories, offices, labora- 
tories, library, cafeteria, auditorium, swimming 
pool, and athletic facilities. Within walking dis- 
tance too is famous Al Lang Field, winter home 
of the St. Louis Cardinals, and scene of many 
spring training exhibition games. Nearby is the 
nationally-known Municipal Pier, with its 
museums, beaches and other recreational facili- 
ties, and well-known restaurants. Across the 
street from the campus entrance is Albert 
Whitted Airport. Classrooms, dormitory rooms, 
and offices look out on fascinating Tampa Bay. 
This is one of the truly attractive campuses of 
Florida. 



44 




Beautiful, historic Boca Ciega Bay is the site of Florida 
Presbyterian College's permanent campus. Here, on two hundred 
and sixty acres, with a shoreline of a mile and a quarter, is a 
campus destined to become one of the showplaces of America. 
Ground will be broken for the first building this school year, 
and plans are to move to the permanent campus in the fall of 
1962. Hailed as a landmark in American college campus plan- 
ning, the twelve-and-a-half-million-dollar campus will feature 
architecturally striking and functional buildings constructed 
for congenial living and learning in a congenial climate. Exotic 
tropical plants and trees, native to this area, will cover the 
campus, and sandy beaches will border it on the campus bayside. 
Visitors will recognize first the carillon tower of the chapel, 
tallest building on the campus and central to our philosophy of 
education. Adjacent to it is the William Luther Cobb Library 
and the student union; all three are located around a lake in 
the heart of the campus. Just south of the college is one of the 
engineering marvels of the twentieth century, the graceful 
Sunshine Skyway spanning Tampa Bay. 

Architects for this unique campus are Perkins and Will of 
Chicago; Council, Pierce, Garland, and Friedman of Miami; 
and land and campus planner Jefferson Hamilton of the 
University of Florida. 

45 



The Founding Freshman Class at Florida Presbyterian College has had an unusual oppor- 
tunity this year granted to very few: 

They will begin the traditions and customs which will become a part of the campus life. 

They will form and become members of the first clubs and societies on this campus. 

They will choose (and perhaps compose) the first school sons. 

They will select the school colors, motto, mascot, and insignia. 

They will help select the official college seal. 

They will name and publish the first college newspaper and yearbook. 
In these and many other ways, this first class will make its permanent mark on our 
institution. 



Education at Florida Presbyterian College has been designed to be both a complete entity 
in itself and a starting point for a continuing search for truth. 

By its nature, it will prove an excellent training base for those who wish to pursue 
advanced academic training in a specialized field. We expect a substantial number of our 
graduates to go on to some advanced study — in education, medicine, law, the ministry, the 
sciences, the humanities, engineering, the social sciences, and other fields. 

To assist those students in obtaining permanent positions after graduation, we shall have 
a placement office to arrange visits for companies and agencies seeking personal interviews 
with our students. In addition, the Placement Office will undertake special activities to assist 
those graduates who seek opportunities in teaching. 

A continuing program of alumni participation is to be established, and close contact 
with alumni is planned through various publications, personal visits, seminars, class reunions, 
a continuing study program, and other means. 

This institution will endeavor to continue, as it did during the undergraduate years, to 
serve as a great stimulus to the men and women who came to it seeking a Christian edu- 
cation of high quality and who have left as mature, responsible people capable of leadership. 



46 



ST. PETERSBURG, SITE FOR FLORIDA PRESBYTERIAN 
COLLEGE, has been known for many years as the "Sunshine City." 
It is located in the center of a world-famous resort and recreation 
area. The essential requirements relating to the general characteristics 
of St. Petersburg, its spiritual and cultural environment, its outstand- 
ing community interest in this new four-year, liberal-arts college, 
and its fulfillment of the vital requirement of an outstanding physical 
site for Florida Presbyterian College, all contributed to the location 
of the College. 

There are few cities of America with a better church life than 
St. Petersburg. For decades this community has been known for its 
many outstanding churches, its crowded sanctuaries, and spiritual 
atmosphere. Today there are more than 75 churches in St. Petersburg. 

Proof of the tremendous community and county interests in 
Florida Presbyterian College has best been evidenced by the Estab- 
lishment Campaign conducted among the residents of Pinellas County 
in 1959, during which more than $2,700,000 was raised or pledged 
to help found this institution. During the decade of the fifties, 
Pinellas County slightly more than doubled its population, and the 
spiraling upward growth of business, industry, and recreational 
facilities has kept pace. St. Petersburg boasts one of the finest climates 
in the world, with normal temperature averaging 7L6 degrees each 
year. St. Petersburg is served by a network of modern highways. It 
is the terminal of the U. S. government's Interstate Highway program 
on the west coast of Florida. The county is served through the modern 
St. Petersburg-Clearwater International Airport and by both the 
Atlantic Coastline and Seaboard Airline railroads. 

Just as the educational, cultural, and spiritual environment of 
Florida Presbyterian College has brought and will continue to bring 
tremendous benefits to St. Petersburg, so this great American city 
and the surrounding Suncoast area bring important natural benefits 
to the College and its family of students and faculty. 



47 




September 1-4 Orientation Period. Incoming freshmen should arrive on 
campus before 12:00 noon on Friday, September 1. 

September 5 First day of classes 

September 21 Meeting of the Board of Trustees 

November 22 Thanksgiving Recess commences 

November 27 Thanksgiving Recess ends 

December 16 First Semester ends and Christmas Recess commences 

December 21 Meeting of the Board of Trustees 

January 2 Mid-Winter Term commences 

January 3 1 Mid-Winter Term ends 

February 1 Second Semester commences 

March 1 5 Meeting of the Board of Trustees 

March 3 1 Spring Recess commences 

April 9 Spring Recess ends 

May 3 1 Second Semester ends 



48 



Introduction 

The number of each course conveys the following information: 

Courses numbered 100 to 199 are primarily for freshmen, 200 to 299 
for sophomores, 300 to 399 for juniors and seniors, and 400 to 499 for 
seniors. Courses offered only in alternate years are indicated by "a" 
(for school years beginning in even -numbered years) and "b" (for 
school years in odd-numbered years). In general, an odd number 
indicates that the course is given in the first semester; an even number 
indicates that the course is given in the second semester. 

Before students enroll in any course they are to seek the advice of their 
faculty advisers. Near the close of the school year each freshman is expected 
to prepare a tentative course program for the remaining three years of college 
and to present it to his adviser for critical evaluation and counsel. At the end 
of the second year of study each student must submit for approval to the Com- 
mittee on Academic Review his projected program. A student may revise his 
program at any time thereafter with the approval of a major professor. 

Most of the courses are listed according to academic divisions and academic 
disciplines or fields of study within each division. Listed separately are the 
interdisciplinary courses; i.e., those taught jointly by members of several fields 
or areas of knowledge. Courses are conducted typically in tloree lecture-discussion 
periods per week supplemented by other periods, studios, or laboratories. 

Course descriptions are not given for the Junior General Seminars and 
Senior Advanced Seminars because a professor is free to vary his offerings each 
year according to student interest and his own study and research. Students 
receiving the endorsement of the professors in their major field may take the 
equivalent of two courses each semester during their senior year in a program 
of guided independent research in lieu of the senior seminar. 



50 



Interdisciplinary Courses 

101, 102 WESTERN CIVILIZATION AND ITS CHRISTIAN HERITAGE 

201 202 

' The basic objective is to develop within the college community a 

critical understanding of some of the major attempts of man to interpret 
his experience through the analytic and historical study of works and 
institutions. Throughout, the concern is with the relevance of the 
Judeo-Christian tradition and of the redemptive message of the Bible 
in human inquiry. The course thus forms the basis for the total educa- 
tional process at Florida Presbyterian College. Students participate in 
large and small groups: four lectures and two hour-and-a-half discus- 
sions during the first year, and three lectures and one two - hour 
discussion during the second. 

211, 212a CIVILIZATIONS OF ASIA 

Asian works and institutions studied analytically and historically. 
Three lectures and a two-hour discussion period per week. 

311, 312b THE SEARCH FOR AND JUDGMENT 

OF VALUES IN THE ARTS 

The analysis and appraisal of human values expressed in literature, 
painting, sculpture, architecture, music, philosophy, religion, and the 
theatre. 

401, 402 CHRISTIAN FAITH AND GREAT ISSUES 

A study of the relevance of Christian faith to current community 
and world issues. One lecture and a two-hour discussion period per week. 



The Division of Humanities 
Art 

Requirements for a Major: (a) Art 201, 202, and six other courses 
in art; (b) supporting work in other areas of the humanities, history, 
sociology, psychology, and, in some cases, studio work and mathematics. 

201, 202 THE LANGUAGE OF THE VISUAL ARTS 

Through a correlated series of both written analyses and exercises 
executed in the materials of the artist, a student investigates the elements 
of two- and three-dimensional design and the function of subject matter 
and of the natural world in the creation of artistic forms. Intended to 
supply a foundation in the language of art for future work in history 
and criticism and in studio work conceived as a liberal art. 

51 



25 i, lU STUDIO (to be defined) 

301, 302 HISTORY OF ART 

331, 332 JUNIOR SEMINAR 

351, 352 STUDIO (to be defined) 

401, 402 STUDIES IN ART 

Typical subjects: Classical, medieval, Northern Renaissance, Italian 
Renaissance, Baroque, modern architecture, modern painting. 

431, 432 SENIOR SEMINAR 

Studies in individual artists, movements, genres, media, countries. 

422a ART OE THE CHRISTIAN CHURCH 

The relation between art and worship, art as a manifestation of 
theological attitudes, and art as a critique of the church. 

451, 452 STUDIO (to be defined) 

Languages and Literature 

Requirements for a Major: Students may major in (1) a single 
language (e.g., French, German, English) with supporting work in 
another language or other languages or in General Literature, or (2) 
General Literature with advanced work in one or more foreign language 
or in English and American Literature. The junior and senior courses 
(301, 302, and 401, 402, or 411, 412) are required for a major. 

Foreign Languages 

FRENCH, CHINESE (projected), GERMAN, GREEK, ITALIAN 
(projected) , LATIN, RUSSIAN, SPANISH 

Instruction in foreign language consists in classroom and laboratory 
work. Elementary and intermediate courses train in grammar, vocabu- 
lary, pronunciation, composition, and reading. The progression is from 
aural comprehension to oral expression to reading to writing. Courses 
101 through 301 deal with all these elements in order of increasing 
difficulty. Proficiency in reading and writing and (in modern lan- 
guages) in conversation — not the completion of a program of studies 
— is the measure of accomplishment and admission to advanced studies. 
The third-year language course (301) is designed particularly for 
future teachers; the third-year history of literature requires a reading 
knowledge of the language and in appropriate cases the ability to con- 
verse. The Readings course (401, 402) and the Senior Seminar (411, 

52 



412) are designed each semester to meet students' needs and proficiencies. 
They may deal with authors, genres, movements, or works. They are 
open in appropriate cases to nonmajors wishing to read the Uterature 
in translation. 

101, 102 ELEMENTARY 

201, 202 INTERMEDIATE 

301 ADVANCED 

302 HISTORY OF LITERATURE 

401, 402 READINGS 

Typical subjects: French: Racine, Flaubert, the novel, essays, 
romanticism, enlightenment, A la recherche du temps perdu. La com- 
edie humaine. 

German: Goethe, Heine, lyric poetry, modern drama, expressionism, 
Mann's Joseph cycle. 

Greek: Xenephon, Homer, tragedy, New Testament. 

Latin: Cicero, comedy, silver age, Aeneid. 

Spanish: Cervantes, golden-age drama, Cid. 

411, 412 SENIOR SEMINAR 

English Language and Literature 

101, 102 ENGLISH GRAMMAR AND SENTENCE STRUCTURE 

For Freshmen who demonstrate inadequate proficiency in written 
English. 

Ill, 112 READING WORKSHOP 

For any students needing or desiring to improve their reading 
abilities. 

301, 302 HISTORY OF LITERATURE 

401, 402 READINGS IN ENGLISH AND AMERICAN LITERATURE 

Designed each semester to meet students' needs. May be authors, 
genres, movements, works. 

431, 432 SENIOR SEMINAR 

General Literature 

Reading in General Literature is in the English language or in a 
foreign language in which the student has demonstrated proficiency. 

53 



201, 202 WORLD MASTERPIECES 

Works in English selected from a group of literary masterpieces 
of many countries, genres, and periods. 

301 LITERARY CRITICISM 

The literature, vocabulary, and practice of literary analysis and 
evaluation. 

302 LITERARY MOVEMENTS 

The study of literature illuminating and illuminated by its his- 
torical classification. 

321 CREATIVE WRITING 

The writing of fiction, vocabulary, drama, verse, persuasion, 
exposition. 

331, 332 JUNIOR SEMINAR 

The subjects of Junior Seminars may be authors, genres, move- 
ments, works. Readings will be in the English language or in a foreign 
language in which the student has demonstrated proficiency. 

401, 402 READINGS 

Typical Subjects: Shakespeare, Sophocles, Dante, Balzac, Schiller, 
Lorca, Melville, Tagore, No plays, Persian lyrics, Chinese philosophers, 
the Koran, the Mahabharata. 

431, 432 SENIOR SEMINAR 

Music 

Requirements for a Major: Music 101, 102, 201, 202, and six 
additional courses; applied music and participation in an ensemble. 

101, 102 THEORY OF TONAL HARMONY 

Analysis and composition in small homophonic forms. Instruction 
in harmony, notation, dictation, sight-singing, ear-training, and key- 
board harmony. 

201, 202 ADVANCED THEORY OF TONAL HARMONY 

Analysis and composition in more complex homophonic forms. 
Prerequisite: Music 102. 

301 THEORY OF MODAL COUNTERPOINT 

Analysis and composition in the style of Palestrina. Prerequisite: 
Music 202. 

54 



302 THEORY OF TONAL COUNTERPOINT 

Analysis and composition in the style of Bach. Prerequisite: Music 
202. May be taken prior to Music 301 with permission of the instructor. 

311, 312 SURVEY OF MUSIC 

Music literature in its relation to general cultural history. Designed 
for students majoring in fields other than music. 

331, 332 JUNIOR SEMINAR 

401 ORCHESTRATION AND CONDUCTING 

Practical work in the writing of scores and in baton and rehearsal 
techniques. Prerequisite: Music 301, 302, or permission of the instructor. 

402 ADVANCED FORM, ANALYSIS AND COMPOSITION 

Seminar in the study and making of larger homophonic and 
polyphonic forms. Prerequisite: Music 301, 302. 

431, 432 SENIOR SEMINAR 

Studies in history of musical styles. Prerequisite: Music 301, 302. 

Applied Music 

Individual instruction is offered in Voice, Organ, Piano, "Wind, 
Brass, and String Instruments. Freshmen and sophomores receive credit 
of one hour for a semester of individually instructed applied music, 
upperclassmen two hours. A music major must earn twelve hours. 

Freshmen and sophomores earn an hour for a year of ensemble 
participation, upperclassmen two. A music major must participate in 
an ensemble during each semester of residence and earn for graduation 
a minimum of six hours. 



Philosophy 

Requirements for a Major: Philosophy 201, 202, 301, 302, 401, 
402, 421 or 422, and one other course. 

201 ETHICS 

Main types of ethical theory and their implications for contempor- 
ary problems of personal and social morality. 

202 LOGIC 

A study of the elements of inductive and deductive logical systems 
with an introduction to symbolic logic and the scientific method. 

55 



301 ANCIENT AND MEDIEVAL PHILOSOPHY 

Study from primary sources of philosophy from pre-Socratic 
through late medieval. 

302 MODERN PHILOSOPHY 

Study from primary sources of the development of modern phi- 
losophy from the Renaissance through the nineteenth century. 

311b EPISTEMOLOGY 

A critical examination of the methods of inquiry. 

312b METAPHYSICS 

A critical examination of selected metaphysical systems. 

331, 332 JUNIOR SEMINAR 

401a CONTEMPORARY PHILOSOPHICAL MOVEMENTS 

A study of such major philosophical movements of the twentieth 
century as pragmatism, existentialism, process philosophy, philosophical 
analysis, with emphasis on their treatment of crucial modern problems. 

402a PHILOSOPHY OF RELIGION 

A critical inquiry into religious concepts and practices, especially 
Christianity. 

421b SOCIAL PHILOSOPHY 

A study of major social and political systems, especially contem- 
porary problems. 

422a AESTHETICS 

A study of theories of beauty and of art forms. 

431, 432 SENIOR SEMINAR 

Religion 

Requirements for a Major: (a) Religion 201, 202, 301, (b) Phil- 
osophy 201, 202, and two additional courses in Religion. 

201 INTRODUCTION TO THE OLD TESTAMENT 

Development of the faith of Israel as seen in the religion and 
literature of the Old Testament. 

202 INTRODUCTION TO THE NEW TESTAMENT 

Development of the Christian faith as seen in the religion and 
literature of the New Testament. Emphasis on the Hfe and teachings 
of Jesus. 

56 



301, 302 ESSENTIALS OF CHRISTIAN THOUGHT 

A study of Christian thought in the works of representative leaders. 
First semester: from Paul through the Middle Ages. Second semester: 
from the Reformation to the present. 

331, 332 JUNIOR SEMINAR 

401 CHRISTIAN ETHICS 

A study of the Biblical foundations of Christian ethics and the 
implications of Christian commitment in contemporary personal and 
social life. 

402 WORLD'S LIVING RELIGIONS 

A critical study of the major religions of the contemporary world. 

431, 432 SENIOR SEMINAR 

Speech 

201 PRINCIPLES OF VOICE, DICTION, AND ORATORY 

301 PRINCIPLES OF THE THEATRE 

The Division of History and the Social Sciences 

History 

Requirements for a Major: (a) History 311 and seven additional 
courses; (b) Civilizations of Asia. 

201, 202 HISTORY OF THE UNITED STATES 

The development of American society in government, economic 
life, and culture. 

211, 212 HISTORY OF ENGLAND AND MODERN BRITAIN 

The first semester treats the history of the English people to 1688. 
The second semester traces the development of a modern industrial 
society and its imperial expansion. 

221a ANCIENT HISTORY 

The ancient world from prehistoric times to the decline of the 
Roman Empire. 

301a MEDIEVAL HISTORY 

The history of Western Europe from the decline of the Roman 
Empire through the thirteenth century. 

302a RENAISSANCE AND REFORMATION 

The history of Western Europe from the fourteenth through the 
sixteenth century. 

57 



311 INTRODUCTION TO HISTORIOGRAPHY 

AND HISTORICAL METHOD 

An introduction to the techniques of historical research and writing, 
the use of sources, and the examination of selected classics of historical 
interpretation. 

321b HISTORY OF MODERN RUSSIA 

Russia from the accession of Peter the Great to the present, with 
emphasis on the period since the 1917 revolution. 

322 b HISTORY OF MODERN LATIN AMERICA 

Latin-American republics from their independence to the present. 

331, 332 JUNIOR SEMINAR 

342a HISTORY OF AMERICAN FOREIGN POLICY 

American foreign policy considered as part of the larger problem 
of American participation in world affairs. 

401 EUROPE FROM THE FRENCH REVOLUTION 

TO WORLD WAR I 

The French Revolution, the Industrial Revolution, political and 
social movements of the nineteenth century, and the background of 
World War I. 

411b, 412b AMERICAN SOCIAL HISTORY 

Selected topics in American social history from the colonial period 
to the present. 

431, 432 SENIOR SEMINAR 

Economics and Business Administration 

Requirements for a Major: a) eight courses including Economics 
201, 202, 301, 302; (b) Mathematics 211. Students wishing to empha- 
size Business rather than Economics will substitute Economics 311 and 
312 for Economics 301, 302. 

201, 202 PRINCIPLES OF ECONOMICS 

An introductory course in the principles of economics and their 
application to modern economic life. 

302 HISTORY OF ECONOMIC THOUGHT 

Development of economic thought, from the Mercantilists to the 
modern period: Smith, Ricardo, Mill, Marx, Veblen, Keynes, Marshall, 
and other significant theorists. 

58 



302 ECONOMIC THEORY 

An advanced and intensive study and application of the principles 
of economics. 

311 PRINCIPLES OF ACCOUNTING 

Intended to provide a general knowledge of accounting practices. 
The theory and construction of financial statements. Laboratory train- 
ing. 

312 INTRODUCTION TO BUSINESS 

Designed to give the student general knowledge of the various 
activities of a business, such as production and marketing. 

321a MONEY AND BANKING 

A study of the fundamental principles of money, credit, and 
banking in the United States. 

322a LABOR ECONOMICS 

A study of the development, structure, goals, and policies of labor 
organizations; major issues in labor-management relations; and public 
policy toward labor unions. 

331, 332 JUNIOR SEMINAR 

351b COMPARATIVE ECONOMIC SYSTEMS 

A study of the significant similarities and differences in the devel- 
opment, processes, and policies of Capitalism, Fascism, Socialism, and 
Communism. 

352b INTERNATIONAL ECONOMICS 

A study of the basic principles and problems of international 
economics, particularly the international economic poHcy of the United 
States. 

401a GOVERNMENT FINANCE 

A study of the sources of public revenues, federal, state, and local; 
nature and purposes of public expenditures; and the creation and 
management of the public debt. 

402a CORPORATE ORGANIZATION AND FINANCE 

A study of the problems involved in the formation and financial 
management of corporate business enterprise. 

411b GOVERNMENT AND BUSINESS 

A study of the role of the government in economic life; emphasis 
on the regulation of competition and monopoly and of public utilities. 

59 



412 ECONOMIC HISTORY OF THE UNITED STATES 

A study of the growth of agricuhure, industry, banking, trade, 
and labor organizations in the United States. 

431, 432 SENIOR SEMINAR 

Education 

Students considering a teaching career in secondary schools should 
seek counsel on their course program early in their college training. In 
this way their course schedules can be planned to meet certification 
requirements. 

201 HISTORY AND PHILOSOPHY OF EDUCATION 

The development of the public-school system and contemporary 
issues and historical philosophies of education; the role of the school in 
a democratic society. 

202 EDUCATIONAL PSYCHOLOGY 

The application of psychological principles to the work of the 
school. Learning, motivation, forgetting, transfer of training, and per- 
sonality adjustment. 

301 PRINCIPLES OF SECONDARY EDUCATION 

Aims and organization. 

302 MATEEJALS AND METHODS IN SECONDARY EDUCATION 

A survey and critical analysis of the methods used in secondary 
education. Methods and materials used in the specific subject for which 
certification is requested. 

311 CHILD PSYCHOLOGY (See Psychology) 

312 PSYCHOLOGICAL MEASUREMENT (See Psychology) 
321 SECONDARY -SCHOOL CURRICULUM 

The purpose, philosophy, structures, and procedure developed as 
a unified whole. 

401 ORGANIZATION OF LIBRARY MATERIALS 

Instruction in the fundamental principles of the organization of 
small libraries; procedures for acquisition, preparation, classification, 
and cataloguing. 

402 REFERENCE AND BIBLIOGRAPHY 

A study of general reference books and reference materials in 
specific subject fields suitable for school and community use. Evaluation, 
selection, and uses. 

60 



412 READING METHOD 

Instruction and practice in ways of improving reading ability, 
particularly of liigh-school students. 

421, 422 STUDENT TEACHING 

Observation and teaching activities in high schools in the vicinity 
of the college. 

Government 

Requirements for a Major: Government 201, 202, 211, 301 or 
302, 311 or 312, and four additional courses. 

201 PRINCIPLES OF GOVERNMENT AND POLITICS 

Introduction to political science, including scope and methods of 
the discipline; purposes and nature of the state; organization, forms, 
and function of government; competition for governmental power; 
politics among nations; and somie of the great issues of politics and 
government. 

202 AMERICAN NATIONAL GOVERNMENT AND POLITICS 

Theory and practice of modern democracy through analysis of the 
constitutional foundations, patterns of politics, and the structure and 
functioning of the American national government. 

211 INTERNATIONAL RELATIONS 

Forces and forms of politics among nations. The modern state 
system, nationalism, internationalism, imperialism, foreign policies, war 
and cold war. Balance of power, morality, organization, and law as 
restraints on the power struggle. Problems of world stability and peace- 
ful change today. 

212 AMERICAN STATE AND LOCAL GOVERNMENT 

Constitutional structures and principles, organizational forms, the 
politics of control, functions and problems. State and municipal govern- 
ments and intergovernmental relations. 

301a COMPARATIVE GOVERNMENTAL SYSTEMS 

A comparison of various governments, notably Great Britain and 
the Commonwealth nations, West Germany, France, and the United 
States. 

302a COMPARATIVE GOVERNMENTAL SYSTEMS 

The Soviet Union and Far Eastern nations. 
311b WESTERN POLITICAL THOUGHT 

The great thinkers and important philosophical movements of the 
"Western political heritage (Plato, Aristotle, Stoic and Roman legal 
theory, and Christian thought). 

61 



312b WESTERN POLITICAL THOUGHT 

From Machiavelli to the twentieth century, emphasizing modern 
democratic and totaUtarian theories. 

331, 332 JUNIOR SEMINAR 

401a AMERICAN FOREIGN POLICY 

Formulation and execution of American foreign poUcy. Analysis 
of substantive issues in recent and contemporary policies. 

411b INTRODUCTION TO THE LAW 

Nature of law and its functions in society. The rule of law. Types 
of law and legal systems. Problems of legal philosophy. American con- 
stitutional law, with some experience in case method. 

412b POLITICS AND POLICY FORMATION 

Forces, institutions, and processes in the competition for power 
and policy, with special reference to the United States. Public opinion, 
propaganda, political behavior, interest groups, leadership, and particu- 
larly political parties and the legislative process. 

431, 432 SENIOR SEMINAR 

Physical Education 

A two-year program of physical education is required of all stu- 
dents. Everyone is expected to demonstrate proficiency in swimming 
some time during the first semester of the first year. The two-year 
course includes one hour of lecture-discussion and two hours of demon- 
stration-participation each week. The fourth semester completes the 
program. No student is excused from the program; when circumstances 
prevent participation in the regular program, an appropriate set of 
activities will be arranged for individual needs. 

101, 102 PHYSICAL EDUCATION 

The history and philosophy of physical education, personal hygiene, 
and the rules and skills of football (men), soccer (women), basketball, 
volleyball, track and field, gymnastics, swimming. 

201, 202 PHYSICAL EDUCATION 

Primarily co-educational. Individual and dual sports which students 
can engage in throughout their lives: tennis, golf, bowling, badminton, 
archery, horseshoes, table tennis, boating, shuffleboard, water skiing. 
The objective is to develop in the student an attitude toward leisure 
and skill so that he can select, participate in, and enjoy the activity 
most appropriate to his needs and interests. 

62 



Psychology 

Requirements for a Major: (a) Psychology 201, 202, and six 
additional courses; (b) Mathematics 211. Psychology 201 is prerequisite 
to all other courses except 321 and 322. 

201 PRINCIPLES OF BEHAVIOR 

Major concepts, methods, and problems involved in the study of 
human behavior. 

202 PRINCIPLES OF INDIVIDUAL BEHAVIOR 

Emphasis on the processes which contribute to personality. 
301a BEHAVIOR DISORDERS 

Origins, classifications, care and treatment of the common behav- 
ioral disorders. 

302a SOCIAL PSYCHOLOGY 

The influence of social variables on the behavior of the individual; 
social perception, language, attitudes, propaganda; social problems. 

311h CHILD PSYCHOLOGY 

Basic psychological principles in the study of the child from birth 
to puberty. 

312b PSYCHOLOGICAL MEASUREMENT 

The construction, administration, and interpretation of group and 
individual tests of intelligence, personality, interests, and achievement. 
Laboratory training. 

321 EXPERIMENTAL PSYCHOLOGY 

Scientific methodology, design and critical evaluation of classical 
and contemporary research, particularly the discriminal processes and 
perception. Individual research. 

322 EXPERIMENTAL PSYCHOLOGY 

Critical evaluation of research in motivation and learning; crucial 
experiments and controversial issues; individual research. Prerequisite: 
Mathematics 211. 

331,332 JUNIOR SEMINAR 

401a PERSONALITY THEORY 

Theories of personality examined in the light of recent research. 

402a BUSINESS AND INDUSTRIAL PSYCHOLOGY 

Psychological procedures in employment selection, training, effi- 
ciency, and human relations. 

63 



41 Ih SYSTEMS OF PSYCHOLOGY 

Integrative theories, including Structuralism, Functionalism, Be- 
haviorism, Hormic Psychology, Gestalt Psychology, and Psychoanalysis. 

412 PHYSIOLOGICAL PSYCHOLOGY 

Physiological correlates of behavior. Special emphasis on the nervous 
system. 

431, 432 SENIOR SEMINAR 

Sociology and Anthropology 

Requirements for a Major: (a) Sociology 201, 202, 401, and five 
additional courses; (b) Mathematics 211. 

201 CULTURAL ANTHROPOLOGY 

An understanding of culture developed in relation to preliterate 
societies and an introduction to physical anthropology and archeology. 

202 PRINCIPLES OF SOCIOLOGY 

The study and application of major sociological concepts, social 
processes, institutions, structure, and group relations. 

301 THE FAMILY 

Examination of the origins of family institutions and contemporary 
processes in the formation of the family, its functions, and organization. 

302 SOCIAL WORK 

A survey of the fields and methods of social work. 

311a MINORITIES 

Problems associated with identification of minority groups — racial, 
religious, ethnic. 

312a CRIMINOLOGY 

The nature, causes, prevention of crime and the treatment of 
criminals. 

331, 332 JUNIOR SEMINAR 

401 SOCIAL THEORY 

Systematic analysis of major contributions to the field of social 
thought since Comte. 

402 THE COMMUNITY 

The folk society contrasted with contemporary rural and urban 
life. An introduction to human ecology and demography. 

411, 412 SENIOR SEMINAR 



The Division of Mathematics and the Natural Sciences 

Mathematics 

Requirements for a Major: Mathematics 202 (the calculus sequence) 
and eight additional courses. 

101 FINITE MATHEMATICS 

Logic, truth tables, sets and relations, number systems and counting, 
probability theory, vectors and matrices. Offered both semesters. 

111 PRINCIPLES OF MATHEMATICS I 

Logic, ordered fields, sets. Boolean algebra, algebraic and trigono- 
metric functions. Required of students who have not had trigonometry. 

112 PRINCIPLES OF MATHEMATICS II 

Exponential and logarithmic functions, analytic geometry, and 
calculus. Prerequisite: Mathematics 101 or 111. 

200 CALCULUS WITH ANALYTIC GEOMETRY I 

Plane analytic geometry integrated with calculus of polynomials. 
Prerequisite: Mathematics 101 or 111. 

201 CALCULUS WITH ANALYTIC GEOMETRY II 

Differentiation of transcendental functions, formal integration, 
applications. Prerequisite: Mathematics 200. 

202 CALCULUS WITH ANALYTIC GEOMETRY III 

Infinite series, solid analytic geometry, calculus of functions of 
several variables. Prerequisite: Mathematics 201. 

211 INTRODUCTION TO STATISTICS 

Frequency and probability distributions, central tendencies, cor- 
relation, least-squares approximations, statistical inference. Laboratory 
training. Prerequisite: Mathematics 112 or 200. 

301 ORDINARY DIFFERENTIAL EQUATIONS 

Prerequisite: Mathematics 202. 

302 PARTIAL DIFFERENTIAL EQUATIONS 

Prerequisite: Mathematics 301. 
311a MODERN ALGEBRA I 

Topics from groups, rings, fields, vector spaces, matrices. Pre- 
requisite: Mathematics 202 or consent. 

312a MODERN ALGEBRA II 

Continuation of Mathematics 311. Prerequisite: Mathematics 311. 

65 



331, 332 JUNIOR SEMINAR 

401b ADYANCED CALCULUS I 

Topics from advanced calculus and functions of a real variable. 
Prerequisite: Mathematics 202. 

402b ADVANCED CALCULUS II 

Continuation of Mathematics 401. Prerequisite: Mathematics 401. 

431, 432 SENIOR SEMINAR 

Biology 

Requirements for a Major: (a) Biology 101, 102, and eight addi- 
tional courses in Biology, depending upon the interest of the student; 
(b) Chemistry 301, 302, and (c) Physics 201, 202. 

101, 102 GENERAL BIOLOGY 

Provides an understanding of and appreciation for biological mech- 
anisms and principles through critical analysis of life processes and 
synthesis of basic facts and concepts. The nature of living matter, the 
cell and protoplasm, metabolism, reproduction, development, inheritance, 
the organism and its environment, and evolution. Lecture-discussion 
3 hours; laboratory 3 hours. 

201 COMPARATIVE VERTEBRATE ANATOMY 

A comparative study of the structure and evolutionary develop- 
ment of the organs and systems of selected representatives of the phylum 
Chordata. Morphological features in relation to classification, mode of 
life, and adaptation to the environment. Laboratory work on selected 
animals. Lecture-discussion 3 hours; laboratory 3 hours. Prerequisite: 
Biology 101, 102. 

202 VERTEBRATE EMBRYOLOGY 

The study of the development of the vertebrate body from single- 
celled egg to hatching or birth. The formation of organ-systems and 
the experimental approach to animal development. Lecture-discussion 
3 hours; laboratory 3 hours. Prerequisite: Biology 201. 

211, 212 THE PLANT KINGDOM 

A survey of the plant kingdom with emphasis on structure, repro- 
duction, and evolution of representative types of all major groups of 
plants. Laboratory includes field collections and detailed study of 
selected specimens. Lecture-discussion 3 hours; laboratory 3 hours. Pre- 
requisite: Biology 101, 102. 

301 ORGANIC EVOLUTION 

Current theories of the origin of life, the phylogenetic relationships 
of living organisms. Darwinian and neo-Darwinian concepts of evolu- 

66 



tionary mechanisms. Genetics and isolation, and the relationship of 
human culture, and the impact of Darwinism. Discussion 3 hours. Pre- 
requisite: Biology 101, 102. 



302 FIELD BOTANY 



A study of the distribution and identification of plants in the St. 
Petersburg area, especially the taxonomy, biogeography, and evolution 
of flowering plants. Laboratory and field trips. Lecture-discussion 2 
hours; laboratory 3 hours. Prerequisite: Biology 101, 102. 



311 GENETICS 



Fundamental principles and mechanisms of inheritance. Lecture- 
discussion 2 hours; laboratory 3 hours. Prerequsite: Biology 101, 102, 
and Mathematics 101, or consent of instructor. 



312 ECOLOGY 



Physical, chemical, and biological interrelationships in a natural 
community. Environmental factors, populations, the community con- 
cept, traffic in energy and biogeochemical cycles, and social organiza- 
tions of animal groups. Field work essentially aquatic, in nearby fresh- 
water lakes and Gulf bays. Lecture-discussion 3 hours; laboratory 3 
hours. Prerequisite: Biology 101, 102. 

331, 332 JUNIOR SEMINAR 

401 PHYSIOLOGY 

The functional relationships of the animal body. Cellular metabo- 
lism and the physics and chemistry of organic substances. Lecture- 
discussion 3 hours; laboratory 3 hours. Prerequisite: Biology 101, 102, 
Chemistry 101, 102, and Physics 201, 202. 

402b HISTOLOGY AND MICROTECHNIQUES 

The microscopic nature of cells and tissues of organisms particularly 
plant structures. Critical study of prepared slides, staining technique, 
slide preparation, and advanced use of the microscope. Lecture-discussion 
3 hours; laboratory 3 hours. Prerequisite: Biology 101, 102. 

431, 432 SENIOR SEMINAR 

Chemistry 

Requirements for a Major: (a) Chemistry 101, 102, 201, 202, 
301, 302, 401, 402, and four additional chemistry courses; (b) Physics 
201, 202; (c) Mathematics 202. German is recommended to fulfill the 
language requirement and Physics 301, 302 as one elective. 

67 



101, 102 MODERN GENERAL CHEMISTRY 

The basic principles of chemistry and recent developments. Struc- 
tures of chemical species, particularly the relationships of these structures 
to the physical and chemical properties of substances; the descriptive 
chemistry of familiar elements and inorganic compounds and an intro- 
duction to ionic separations and the detection of selected ions. Lecture 
3 hours; laboratory 3 hours. 

201, 202b ANALYTICAL CHEMISTRY 

Chemical equiUbria, methods of detection, identification, and 
separation of ions, complex formation, stoichiometry, volumetric and 
gravimetric techniques, statistical treatment of errors, selected instru- 
mental procedures. Lecture 2 hours; laboratory 6 hours. Prerequisite: 
Chemistry 101, 102. 

301, 302 ORGANIC CHEMISTRY 

Aliphatic and aromatic carbon compounds with emphasis on 
methods of synthesis, reaction mechanisms, and structural theory. Lab- 
oratory experiments selected to develop skill in fundamental laboratory 
techniques and to illustrate the more important synthetic methods of 
preparation. Lecture 3 hours; laboratory 3 hours. Prerequisite: Chem- 
istry 101, 102. 

311h SPECIAL TOPICS IN INORGANIC CHEMISTRY 

Lectures and seminars on the periodic classification of the elements 
and the correlation of structures and properties of chemical species. 
Atomic and molecular structure, chemical bonding, modern acid-base 
theory, inorganic nomenclature; coordination complexes, metal car- 
bonyls, etc. Laboratory work in inorganic syntheses. Lecture 2 hours; 
Prerequisite: Chemistry 101, 102. 

312b SPECIAL TOPICS IN ADVANCED ANALYTICAL CHEMISTRY 

An introduction to such instrumental methods of analysis as elec- 
trometric pH measurement, conductometric and electrometric titration, 
polarography, colorimetry, and spectrophotometry in theory and lab- 
oratory applications. Lecture 1 hour; laboratory 6 hours. Prerequisite: 
Chemistry 201, 202. 

331, 332 JUNIOR SEMINAR 

401, 402 PHYSICAL CHEMISTRY 

The principles of theoretical chemistry in the solution of numerical 
exercises. Studies of the three states of matter, elementary thermody- 
namics, colloids, solutions, homogeneous and heterogeneous equilibria, 
reaction kinetics, atomic structure, and electrochemistry. Variety of 
physio-chemical apparatus to illustrate theoretical concepts. Lecture 3 
hours; laboratory 3 hours. Prerequisite: consent of instructor. 

68 



411b SPECIAL TOPICS IN ADVANCED ORGANIC CHEMISTRY 

Lectures or seminars concerned with such topics as resonance 
theory, reaction-mechanisms, molecular rearrangements, free radicals, 
stereoisomerism, etc. The use of the chemical library, research techniques, 
and organic syntheses. Lecture 2 hours; laboratory 3 hours. Prerequisite: 
Chemistry 301, 302. 

421a SPECIAL TOPICS IN QUALITATIVE ORGANIC ANALYSIS 

The identification and characterization of organic compounds, 
typical reactions used in the synthesis and proof of structure of organic 
compounds, and the quahtative detection of various functional groups. 
Lecture 1 hour; laboratory 6 hours. Prerequisite: Chemistry 301, 302. 

422b SPECIAL TOPICS IN ADVANCED PHYSICAL CHEMISTRY 

Lectures or seminars concerned with such topics as thermodynamics, 
solutions and phase equilibria, nuclear chemistry, particles and waves, 
the structure of matter, chemical statistics, chemical kinetics, surface 
chemistry, photochemistry. The use of the chemical library and various 
physio-chemical research techniques. Lecture 2 hours; laboratory 3 
hours. Prerequisite: Consent of instructor. 

431, 432 SENIOR SEMINAR 

Physics 

Requirements for a Major: (a) Physics 201, 202, 311, 312, 341, 
342, 352, 401, 402, 421, 422, 431, 432; (b) Mathematics 201 and 202. 
An entering freshman intending to major in Physics wUl take Chemistry 
101, 102 the first year. Physics 201, 202, and Mathematics 201 and 
202 the sophomore year. 

101, 102 INTRODUCTION TO PHYSICAL SCIENCE 

A study of the discovery and growth of basic physical theories 
from Galileo to the present. The meaning of science and scientific 
method. Lecture 3 hours; laboratory 3 hours. 

201, 202 ELEMENTARY PHYSICS 

The concepts and theories of classical physics on an elementary 
level, including topics of mechanics, wave motion, sound, heat, optics, 
and electricity and magnetism. Lecture 3 hours; laboratory 3 hours. 
Prerequisite: Mathematics 200. 

301 ELEMENTARY MODERN PHYSICS 

Basic topics of atomic and nuclear physics, generally from a descrip- 
tive point of view. Lecture 3 hours; laboratory 3 hours. Prerequisite: 
Physics 201, 202. 

69 



311 CLASSICAL THEORETICAL MECHANICS 

The dynamics of particles, systems of particles and rigid bodies. 
Vector methods. Lecture 3 hours. Prerequisite: Physics 201, 202. Lecture 
3 hours; Laboratory 3 hours. 

312 ^ ELECTRICITY AND MAGNETISM 

Principles of magnetism, static and dynamic electricity. Vector 
methods. Lecture 3 hours. Prerequisite: Physics 202, 202. Lecture 3 
hours; Laboratory 3 hours. 

321, 322 ADVANCED LABORATORY AND TECHNIQUES 

A series of intermediate-level experiments drawn from classical 
physics chosen by each student with the consent of the instructor. 
Instruction in such laboratory techniques as machine work, glass blow- 
ing, and electronics. Laboratory 6 hours. 

331, 332 JUNIOR SEMINAR 

341a ASTRONOMY 

Descriptive astronomy of the solar system, the galaxy, and the 
universe. Lecture 3 hours; Laboratory 3 hours. 

342a ELECTRONICS 

Theory and application of electronic devices. Lecture 3 hours. 
Prerequisite: Physics 201, 202. Lecture 3 hours; Laboratory 3 hours. 

401, 402 MODERN PHYSICAL THEORIES 

Atomic and nuclear processes and theories. Lecture 3 hours. Pre- 
requisite: Physics 341, 342. Lecture 3 hours; Laboratory 3 hours. 

411b THERMODYNAMICS 

Generalization of the ideas of work, heat, energy. Mathematics of 
thermodynamics. Lecture 3 hours. Prerequisite: Physics 201, 202. Lec- 
ture 3 hours; Laboratory 3 hours. 

412b OPTICS 

Geometrical optics and lens aberrations, interference diffraction, 
and polarization. Lecture 3 hours. Prerequisite: Physics 201, 202. 
Lecture 3 hours; Laboratory 3 hours. 

421, 422 ADVANCED LABORATORY 

A series of more advanced experiments drawn from atomic and 
nuclear physics chosen by each student with the consent of the instruc- 
tor. Laboratory 6 hours. Prerequisite: Physics 311, 312. Lecture 3 hours; 
Laboratory 3 hours. 

431, 432 SENIOR SEMINAR 

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